Each activity/homework assignment was given after instruction
Good Vibrations Anticipation Guide: This activity was presented as introduction to the wave unit. I directed the students to read the statements and determine whether or not they thought it was true or false. I urged them not to worry whether they were correct "before reading" and that they could correct any wrong answers "after reading." It was an article that used real life examples (such as humans, an invasive species of frogs, elephants) relating to sound waves. This article also provided many opportunities to use more real life examples that tie into the article. (How bats and dolphins use sound waves.) I also had the students refer to the reading when there was a discrepancy about whether a statement was true or false.
After a power point presentation of material, I demonstrated the movement of a medium in a wave in relation to the direction of the transverse wave using rubber tubing with an elastic tightly attached (used as a point of reference). They could see the elastic move up and down, vertically, as the wave moved across in a horizontal direction. I then demonstrated the movement of the medium in a compressional wave in relation to the direction of the compressional wave using a "slinky." I placed a piece of tissue between the coils to reinforce the back and forth motion of the medium that travels in the same direction as the wave.
Drawing Mechanical Waves: During this activity, I was able to move around the room and visually identify whether or not students were able to compare and contrast the two types of waves based on their drawings. I was aslo able to clarify and provide answers to questions they had.
Reading Essentials Packet for CP class: This packet was used in CP classes to reinforce notes given during lecture. They were directed to highlight (or underline) important information and to answer all the questions in the packet. After completing the RE packet, we reviewed the questions/answers together and had them share what information they found important. For the honors classes, I had them summarize the section from the textbook. They were directed to provide one or two sentences that summarized each paragraph in the section of their text. We discussed as a class the information they found important. Descriptions of reflection, refraction and diffraction were drawn in students' science notebooks; they were directed to provide examples of each. I was able to determine from their drawings/examples that some students often confused the three. I redemonstrated refaction using a ruler in a beaker of water - light waves traveling through one medium to another (air to water) causes the light wave to BEND making the ruler look broken. (Used feet in a swimming pool as another example. I clarified that light and sound waves reflect (bounce back from a surface) using a mirror example and an echo example.
Tsunami Waves: A fun extension for both CP and Honors classes. I provided a poster concerning tsunamis. We discussed the tsunami that occured on December 26th 2002. The students were able to relate waves to plate tectonics; wave speed, wavelength, amplitude, frequency were discussed as they relate to tsunamis (seismic sea waves)
Classwork: Assigned specific problems from chapter review. Independent work; Reviewed as a class together after completion; handed in as a classwork grade
Study Guide: Given a list of material that would be covered on the test.
Comprehensive Review of all topics covered on the test.
None of these assessments seem to follow from or utilize students' experiences with waves. Didn't they use slinkies, turning forks, pans of water?
B. Description of Formal Assessment
College Prep Classes: 10 Multiple Choice, 10 True/False (change underlined word to make false statements true) and 5 Fill in the Blank
Honors Classes: Same as above with an extension. They were asked to determine the two types of mechanical waves, label all parts of the diagram and determine movement of medium in relation to direction that each wave travels.
IV. Analysis
A. Description of Class Context
The classes have a mix of low, medium and high achieving students.
Two students in the honors class: One is high achieving and one is medium achieving.
CP class: low achieving student
This is a 9th Grade science class; the students' first high school science class
B. Analysis of Informal Assessment
Anticipation Guide: Using this activity, I was able to determine prior knowledge and any misconceptions the students may have about waves. It was an activity that enabled the students and teacher know what to "expect." The students were able to work independently initially, then in small collaborative groups, and lastly as a whole group. This activity uncovered prior knowledge (or lack thereof) and misconceptions about waves before learning the unit. The students were able to evaluate themselves with correcting the true/false statements - often using the article as a reference to explain and defend their answers.
Drawings and Diagrams: Having the students draw and diagram waves in their science notebooks allowed me to quickly visualize whether or not the students understood the similarities and differences between the two types of mechanical waves. I had them compare wave and crests of transverse waves to compressions and rarefactions in compression waves. I asked how they correspond to each other. I was able to determine that the amplitude of wave was often misinterpreted. I was able to clarify that to measure amplitude remember to start the measure at the point of origin and measure UP to the top of a crest, OR start at the point of origin and measure DOWN to the bottom of a trough. (One OR the other - not both) Because the students had the diagrams in their science notebook, the information was there for reference/study purposes. I used the same format with reflection, refraction, diffraction, constructive and destructive interference.
Reading Essentials Packet: I chose this activity for the CP class because it sometimes takes these students longer to process information from the text. I learned from the previous unit that these students have difficulty "summarizing." Often they would rewrite whole paragraphs from the text. Although the content is the same as the textbook, the reading is easier. In all classes I was able to "fill in" any important ideas that they may have missed.
Tsunamis: Honors classes were given a Tsunami Packet to complete. The packet contained multiple choice questions, conversions, and analysis questions based on wave comparison data. CP classes: I asked questions about the poster information and had them answer in a whole class discussion. I then provided an informational tsunami video which reinforced the poster lesson. During the video, I noticed some students with their heads down and others "chatting" rather than paying attentiont to the viseo.
Chapter Review Questions: I assigned specific questions for each class to do in class and then reviewed during class. Each student worked independently on the questions and during the review I randomly chose students to share their answers with the class. During this review, I was able to clarify answers and provide examples to reinforce the material, referring back to the many demonstrations performed during lecture. The review questions were turned in for a classwork grade.
What misconceptions were you trying to address? Did you students understand that the velocity of waves for any given medium cannot be changed? Did they use this idea to relate wavelength and amplitude? Did you relate wavelength to color? Student Work and Feedback for Review Questions: Student L (Low Achieving Student): This student did not complete the review activity. One major part was to complete a concept map comparing and contrasting transverse and longitudinal waves and providing examples of each. Although we reviewed as a class, she neglected to make the nesessary corrections. When I returned her review work to her, I let her know it was very important to know the difference between the two types of mechanical waves. I also suggested that she review wave interference. The way she answered the question about refraction and diffraction was too general - I noticed that many students had concusion with these two types of wave behavior, so I clarified the two for the whole class. I reminded them about the demonstrations in class, the visuals from the power point presentation and provided examples.
Student M (Medium Achieving Student): This student is of medium ability in an honors level class. He completed the review activity during class, but did not make the necessary corrections. The concept map comparing transverse and longitiudinal waves did not include a correct description of how the medium moves in relation to the direction the wave travels. I voiced the importance of understanding the differences of how each wave type moves. Concerning wave behaviors, reflection, refraction, and diffraction, I let him know that his descriptions needed to be more specific to avoid confusion. I suggested that for each wave behavior, he find an example of each.
Student H (High Achieving Student):
Review Worksheet: In the CP class, I assigned small groups to work on specific questions. The groups worked together and then "presented" their work to the class. I allowed them to use the dry erase board for diagrams and labels; I encouraged them to use their notes, textbooks, reference the demos performed during class, and asked them to provide examples. During this activity, there was much off-task behavior and I had to continuously redirect students. They were taking too much class time to complete the group work, resulting in running out of time to review all the questions Comprehensive Review: The day of the test, I used between 20-30 minutes of the block for a comprehensive review.
It would be useful to post your key/scoring guide.
C. Analysis of Formal Assessment
The test was aligned with the objectives, and there should have been no "surprises."
I reviewed the directions for each part of the test before the test began.
In my college prep classes, the scores on the informal assessment were much lower than I expected. The average for one block was a 66 and the average for the other was a 66. In the Honors classes, the scores were within a range I expected.
V. Commentary / Reflection
A. Reflections from Informal Assessment
The informal assessments worked well in that I was able to determined what material I needed to clarify. Each day I had a review of the material learned during the previous class. I quizzed the students orally, and was able to build on that material. To get the class started, I would say, "Who can remind me about was was discussed during our last class?"
Assessing the drawings and diagrams, I've found that I should be more specific with my instructions, telling the students that the drawings need to be a minimum of "three lines" wide in their notebook. (Some of them drew them so small I could see them!) If you can't see what you drew, you wont be able to use it for later reference.
Review Worksheet: In the college prep class, this activity did not work well. The small groups were often off-task and I had to work hard bringing them back. As a result, the whole activity was not completed. My intital thought for this class, was to 'chunk' the questions, and have each student group provide review for the others in class.There are 30 students in this this class so they are in very close proximity. In the future, I would have the students work independently, with dividers between them, and specify that they have 30 minutes to complete the activity. I'd also tell them that as a class, we will go over the questions at the end of the thirty minutes and this activity will count as classwork grade. During the classwork time, I would still move about the room to answer questions and clarify, and also have my gradebook in hand to take note of who is working and who is not.
Comprehensive Review: During the class previous to the review, I asked students to come prepared with questions for the test. In my CP classes, the students did not have questions about the material, so I initiated the questions. Perhaps the next time I schedule a comprehensive review, I will assign the students to come up with five good questions and proivde the answers to those questions as homework. They could use any format they would like for the questions (multiple choice, fill in the blank, true/false, short answer) This way I can collect the questions and use those as the review. It would force them to think about the material and provide an active way for them to study.
Reading Essentials Packet: I assigned this to the CP classes to reinforce the material delivered during lecture. Although they worked on this during class, we used class time to review/correct it, and I recommended they use this as a reference to study outside of class, I don't think they ever looked at it again. In the future, I would have them do a homework activity or two (index card vocabulary, quiz questions) and use these activities in a small group exercises, where they could quiz each other. This quiz activity could count for a classwork grade and a homework grade.
B. Reflections from Formal Assessment
The test was aligned with the stated objectives and there should have been no surprises. This unit was covered in 5 classes and the test was given to the CP classes the Friday before April Break. The Honors classes took their test Monday after April Break. It wasn't very good timing for either class.
In general, the two CP classes did not do well on the formal assessment. One class average was a 63 and the other was a little better with a 66. Because these two classes had their test before vacation, I assumed the material would be "fresh" in their minds. After scoring their tests, I think they had vacation on their mind and it was difficult for them to stay focused. During the comprehensive review before the test, there was much off-task behavior. Many of the students left some questions blank and I was able to catch this; I called the students back and told them that they had to write something because leaving an answer blank was sure to give them no chance of scoring points. After collaborating with my CT, I offered to allow those who scored below a 65 the opportunity to revise their tests. The stipulations were as follows: Anyone scoring below a 65 could use their notes or textbook to revise incorrect answers. The revisions were independent work. All answers needed to be correct in order for them to recieve a score revised up to a 65. My goal was to make sure these students knew the material. Although I gave these students the opportunity to revise their scores, some of them still did not complete the revisions.
Student L's Formal Assessment: With questions concerning wave interference, she answered two out of three incorrectly. I noticed that she tried to draw the diagram to achieve the correct answer, but she drew the diagram incorrectly. (I was impressed that she used this tool to "figure out" an answer!) With respect to the True/False questions, she neglected to follow directions. The false answers needed to be changed to make the answer true - she did not change the word to make the statement "true."
Student M's Formal Assessment: With regard to wave direction and movement of the medium, this student still answered incorrectly on the Honors Extension. (He did answer correctly in the multiple choice section; answering correctly here should have helped him answer correctly on the extension.) He answered incorrectly for the questions concerning reflection, refraction, and diffraction, even after my suggestions from the review. For the True/False questions, this student did not follow the directions. He neglected to change the underlined word to make the statement true.
Student H's Formal Assessment: This student confused the compressions and rarefactions in a longitudinal wave in two questions on the formal assessment. The extension diagram should have been more clearly drawn with the "fill in the blank" line connected to the appropriate letter. (The line to provide the answer, compression, was directly under rarefaction of the wave.)
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The two Honors classes did much better on the test. Their averages? The range of scores was what I expected. They had questions for the comprehensive review and were attentive during the review. They didn't rush to get the test completed and asked questions about directions. Some students left questions unanswered in this class as well. I urged them to write something, and told them they would receive zero credit for a blank and maybe they would receive partial credit if they took a "guess." The extension to their test helped the honors classes with their score. It clearly showed they knew the two types of waves, their parts, and how the medium moves in relation to the direction the wave travels.
For both classes, I reviewed the test questions and found a couple of questions that students answered incorrectly quite frequently. One in particular was the question about movement of water molecules as a wave passes. As I look back, I should have stressed more clearly how water moves. (Not only does it move up and down, but is also moves back and forth as a wave passes.) In my power point, I had an animated visual of a seagull on the water, clearly showing the movement in loop but I neglected to clarify more.
VI. Conclusions
After reflecting on the many informal assesments and the formal assessments, I find that there is always room for improvement. There is room for improvement of the way I deliver new material, "tweaking" the way I have the classes review, and how specific I am with giving directions in the classroom, especially with students like "Student L" and "Student M." Although something may be obvious to me, I can't assume this will be obvious to the students. For example, during the Good Vibrations Anticipation Guide, I had to clarify the meaning of "respiratory system" of frogs; I know what the respiratory system is and thought the students would as well. This example is just one tiny part of a lesson, and in the scheme of teaching, I realize that I must always be aware of student comprehension. If not, I will lose their attention.
Formal and Informal Assessment of Student Learning
Name: Waves Unit, Environmental Physical Science
I. Assignment Description/Requirements
EDC 484 S08 HO - Assessment Project
II. Description of Learning Goals
Objectives:A. Informal Assessment: All of the following activities allowed me to determine student learning.
B. Formal Assessment
Chapter Test: Two versions - CP classes have Chapter Test; Honors classes have Chapter Test and Extension
wave test.doc
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III. Assessments
A. Description of Informal Assessments
Each activity/homework assignment was given after instructionNone of these assessments seem to follow from or utilize students' experiences with waves. Didn't they use slinkies, turning forks, pans of water?
B. Description of Formal Assessment
College Prep Classes: 10 Multiple Choice, 10 True/False (change underlined word to make false statements true) and 5 Fill in the Blank
Honors Classes: Same as above with an extension. They were asked to determine the two types of mechanical waves, label all parts of the diagram and determine movement of medium in relation to direction that each wave travels.
IV. Analysis
A. Description of Class Context
The classes have a mix of low, medium and high achieving students.Two students in the honors class: One is high achieving and one is medium achieving.
CP class: low achieving student
This is a 9th Grade science class; the students' first high school science class
B. Analysis of Informal Assessment
What misconceptions were you trying to address? Did you students understand that the velocity of waves for any given medium cannot be changed? Did they use this idea to relate wavelength and amplitude? Did you relate wavelength to color?
Student Work and Feedback for Review Questions:
Student L (Low Achieving Student): This student did not complete the review activity. One major part was to complete a concept map comparing and contrasting transverse and longitudinal waves and providing examples of each. Although we reviewed as a class, she neglected to make the nesessary corrections. When I returned her review work to her, I let her know it was very important to know the difference between the two types of mechanical waves. I also suggested that she review wave interference. The way she answered the question about refraction and diffraction was too general - I noticed that many students had concusion with these two types of wave behavior, so I clarified the two for the whole class. I reminded them about the demonstrations in class, the visuals from the power point presentation and provided examples.
Student M (Medium Achieving Student): This student is of medium ability in an honors level class. He completed the review activity during class, but did not make the necessary corrections. The concept map comparing transverse and longitiudinal waves did not include a correct description of how the medium moves in relation to the direction the wave travels. I voiced the importance of understanding the differences of how each wave type moves. Concerning wave behaviors, reflection, refraction, and diffraction, I let him know that his descriptions needed to be more specific to avoid confusion. I suggested that for each wave behavior, he find an example of each.
Student H (High Achieving Student):
- Review Worksheet: In the CP class, I assigned small groups to work on specific questions. The groups worked together and then "presented" their work to the class. I allowed them to use the dry erase board for diagrams and labels; I encouraged them to use their notes, textbooks, reference the demos performed during class, and asked them to provide examples. During this activity, there was much off-task behavior and I had to continuously redirect students. They were taking too much class time to complete the group work, resulting in running out of time to review all the questions Comprehensive Review: The day of the test, I used between 20-30 minutes of the block for a comprehensive review.
It would be useful to post your key/scoring guide.C. Analysis of Formal Assessment
V. Commentary / Reflection
A. Reflections from Informal Assessment
The informal assessments worked well in that I was able to determined what material I needed to clarify. Each day I had a review of the material learned during the previous class. I quizzed the students orally, and was able to build on that material. To get the class started, I would say, "Who can remind me about was was discussed during our last class?"Assessing the drawings and diagrams, I've found that I should be more specific with my instructions, telling the students that the drawings need to be a minimum of "three lines" wide in their notebook. (Some of them drew them so small I could see them!) If you can't see what you drew, you wont be able to use it for later reference.
Review Worksheet: In the college prep class, this activity did not work well. The small groups were often off-task and I had to work hard bringing them back. As a result, the whole activity was not completed. My intital thought for this class, was to 'chunk' the questions, and have each student group provide review for the others in class.There are 30 students in this this class so they are in very close proximity. In the future, I would have the students work independently, with dividers between them, and specify that they have 30 minutes to complete the activity. I'd also tell them that as a class, we will go over the questions at the end of the thirty minutes and this activity will count as classwork grade. During the classwork time, I would still move about the room to answer questions and clarify, and also have my gradebook in hand to take note of who is working and who is not.
Comprehensive Review: During the class previous to the review, I asked students to come prepared with questions for the test. In my CP classes, the students did not have questions about the material, so I initiated the questions. Perhaps the next time I schedule a comprehensive review, I will assign the students to come up with five good questions and proivde the answers to those questions as homework. They could use any format they would like for the questions (multiple choice, fill in the blank, true/false, short answer) This way I can collect the questions and use those as the review. It would force them to think about the material and provide an active way for them to study.
Reading Essentials Packet: I assigned this to the CP classes to reinforce the material delivered during lecture. Although they worked on this during class, we used class time to review/correct it, and I recommended they use this as a reference to study outside of class, I don't think they ever looked at it again. In the future, I would have them do a homework activity or two (index card vocabulary, quiz questions) and use these activities in a small group exercises, where they could quiz each other. This quiz activity could count for a classwork grade and a homework grade.
B. Reflections from Formal Assessment
The test was aligned with the stated objectives and there should have been no surprises. This unit was covered in 5 classes and the test was given to the CP classes the Friday before April Break. The Honors classes took their test Monday after April Break. It wasn't very good timing for either class.In general, the two CP classes did not do well on the formal assessment. One class average was a 63 and the other was a little better with a 66. Because these two classes had their test before vacation, I assumed the material would be "fresh" in their minds. After scoring their tests, I think they had vacation on their mind and it was difficult for them to stay focused. During the comprehensive review before the test, there was much off-task behavior. Many of the students left some questions blank and I was able to catch this; I called the students back and told them that they had to write something because leaving an answer blank was sure to give them no chance of scoring points. After collaborating with my CT, I offered to allow those who scored below a 65 the opportunity to revise their tests. The stipulations were as follows: Anyone scoring below a 65 could use their notes or textbook to revise incorrect answers. The revisions were independent work. All answers needed to be correct in order for them to recieve a score revised up to a 65. My goal was to make sure these students knew the material. Although I gave these students the opportunity to revise their scores, some of them still did not complete the revisions.
Student L's Formal Assessment: With questions concerning wave interference, she answered two out of three incorrectly. I noticed that she tried to draw the diagram to achieve the correct answer, but she drew the diagram incorrectly. (I was impressed that she used this tool to "figure out" an answer!) With respect to the True/False questions, she neglected to follow directions. The false answers needed to be changed to make the answer true - she did not change the word to make the statement "true."
Student M's Formal Assessment: With regard to wave direction and movement of the medium, this student still answered incorrectly on the Honors Extension. (He did answer correctly in the multiple choice section; answering correctly here should have helped him answer correctly on the extension.) He answered incorrectly for the questions concerning reflection, refraction, and diffraction, even after my suggestions from the review. For the True/False questions, this student did not follow the directions. He neglected to change the underlined word to make the statement true.
Student H's Formal Assessment: This student confused the compressions and rarefactions in a longitudinal wave in two questions on the formal assessment. The extension diagram should have been more clearly drawn with the "fill in the blank" line connected to the appropriate letter. (The line to provide the answer, compression, was directly under rarefaction of the wave.)
The two Honors classes did much better on the test. Their averages? The range of scores was what I expected. They had questions for the comprehensive review and were attentive during the review. They didn't rush to get the test completed and asked questions about directions. Some students left questions unanswered in this class as well. I urged them to write something, and told them they would receive zero credit for a blank and maybe they would receive partial credit if they took a "guess." The extension to their test helped the honors classes with their score. It clearly showed they knew the two types of waves, their parts, and how the medium moves in relation to the direction the wave travels.
For both classes, I reviewed the test questions and found a couple of questions that students answered incorrectly quite frequently. One in particular was the question about movement of water molecules as a wave passes. As I look back, I should have stressed more clearly how water moves. (Not only does it move up and down, but is also moves back and forth as a wave passes.) In my power point, I had an animated visual of a seagull on the water, clearly showing the movement in loop but I neglected to clarify more.
VI. Conclusions
After reflecting on the many informal assesments and the formal assessments, I find that there is always room for improvement. There is room for improvement of the way I deliver new material, "tweaking" the way I have the classes review, and how specific I am with giving directions in the classroom, especially with students like "Student L" and "Student M." Although something may be obvious to me, I can't assume this will be obvious to the students. For example, during the Good Vibrations Anticipation Guide, I had to clarify the meaning of "respiratory system" of frogs; I know what the respiratory system is and thought the students would as well. This example is just one tiny part of a lesson, and in the scheme of teaching, I realize that I must always be aware of student comprehension. If not, I will lose their attention.